Assessors should ensure student evidence at any achievement level includes discussion of pūtake in the context of an organisation’s financial decision-making. The evidence that shows understanding of pūtake is necessary to pass the Standard but does not contribute to the Achievement, Achievement with Merit, or Achievement with Excellence grade.

Assessor involvement during the assessment event is limited to monitoring and guiding the early direction of the work, including guidance on the selection and use of a financial tool. If helpful, assessors can provide checkpoints at specific stages to check progress on: 

• gathering evidence 
• sourcing financial documents 
• preparing a presentation. 

Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard. 

At the start of the assessment event, assessors need to stipulate or approve the selection of an organisation, its pūtake, and a decision that they could make or have made. 

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language. 

These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:

• specific requirements for all assessments against this Standard
• appropriate ways of, and conditions for, gathering evidence
• ensuring that evidence is authentic.

Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.

The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.

Standard-specific Requirements

Assessor involvement during the assessment event is limited to monitoring and guiding the early direction of the work, including guidance on the use of an appropriate model or concept. Using pricing strategies in isolation to support a description or explanation may not generate sufficient evidence to meet the requirements of the standard. Assessors should direct students to use their chosen strategy in conjunction with another concept or model (eg supply and demand, projected income statement, or cost/volume/profit analysis). Student work which has received sustained or detailed feedback is not suitable for submission towards this Achievement Standard.

At the start of the assessment event, assessors need to stipulate or approve the selection of an organisation and item for price consideration.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Gathering Evidence

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Achievement Standard(s) that are free from unnecessary constraints.

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Achievement Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.

Ensuring Authenticity of Evidence

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.